Volume 4, Issue 1 (2013)
LRR 2013, 4(1): 181-202 |
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Kiany G R, Mahdavi B, Ghafarsamar R. Comparing the Fairness of High School English Exams in Iran. LRR 2013; 4 (1) :181-202
URL: http://lrr.modares.ac.ir/article-14-9066-en.html
URL: http://lrr.modares.ac.ir/article-14-9066-en.html
1- Associate Professor in Teaching English as a Foreign Language, Tarbiat Modares University, Tehran, Iran
2- Ph.D. Student in Teaching English as a Foreign Language, Tarbiat Modares University, Tehran,
3- Assistant Professor in Teaching English as a Foreign Language, Tarbiat Modares University, Tehran, Iran
2- Ph.D. Student in Teaching English as a Foreign Language, Tarbiat Modares University, Tehran,
3- Assistant Professor in Teaching English as a Foreign Language, Tarbiat Modares University, Tehran, Iran
Abstract: (6812 Views)
Fair assessment of language proficiency and use is one of the challenges language assessment experts have faced. In Iran, according to the parliament’s ‘Act of Student Admission to Universities’, University Entrance Examination (UEE) should be gradually substituted by the students’ schooling backgrounds mostly reflected in their high school exam performances. In spite of this upcoming change, however, various English language exams students take during high school have not been assessed in terms of their ethical effects. In the present study, 80 students who had graduated from high school determined the degree to which teacher-made exams in the second grade and pre-university level, national third-grade exam and English part of UEE can be regarded as fair. The data obtained were analyzed by ANOVA. In addition, the contents of students’ essay-type responses to the items of another questionnaire were analyzed and qualitative data were collected. The results showed the extent to which students could remember cases of unfair assessment associated with each type of high school English exam. It was finally concluded that the English part of UEE and national English exam are perceived as the most ethical forms of assessment. It also seems that authentic assessment of the language, which is the most noticeable in the pre-university English examination can contribute positively to fair assessment. The findings can be utilized for filling the fairness gap after UEE is removed from the educational system.
Keywords: Fair assessment, University Entrance Examination (UEE), National English exams, Teacher-made tests, Pre-university exam
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